The Influence Of Project Activities On Performance Of Early Grade Literacy Programmes: A Case Of Tusome Program In Mbeere North Sub County, Embu County, Kenya

Abstract

Since Independence in 1963, the Government of Kenya has recognized basic education both as a basic right as well as a tool for achieving social economic development. To this end, basic education, that demands achievement of full secondary education, is now guaranteed through the introduction of Free Primary Education by the Government in 2002 and other interventions. These other interventions include provision of school infrastructure, adequate instructional and learning resources and materials, besides sourcing external collaboration. All this effort has seen primary school population rise to an estimated 10.4 million children in both public and private primary schools all over the country. Further, this effort has greatly aided the country towards the achievement of the manpower requirements for the delivery of Vision 2030; besides achieving the Education for All (EFA) and the Millennium Development Goals (MDG) Commitments by 2015. However, across Kenya, literacy rates in primary schools are significantly lower than expected, despite this commendable effort.The purpose of this study is to establish the influence of project activities on performance of early grade literacy programmes in primary schools in Kenya: a case of Tusome Program in Mbeere North, Embu County. The study was guided by the following objectives: to determine how training influences performance of early grade literacy programmes in primary schools in Kenya; to establish the influence of resource adequacy on performance of early grade literacy programmes in primary schools in Kenya; and to determine how stakeholders’ participation influences on performance of early grade literacy programmes in primary schools in Kenya.The study adopted the descriptive research design, with its target population being all stakeholders involved in early literacy programmes, in Mbeere North Sub County, totalling 76 respondents. The study revealed that all the three variables of the study had a high influence on the performance of early grade literacy programmes in primary schools in Kenya.The study recommends that the authorities ensure genuine participation of stakeholders and target beneficiaries at all levels of the project cycle. It also suggested that two studies be undertaken: one, similar to this one, be conducted in other counties in the country; and another study on sustainability of early grade literacy programmes in primary schools, funded by other corporate organizations in Kenya.